An Interactional Approach to Learning Disabilities

Abstract

The importance of considering environmental and situational variables in teaching children with learning disabilities is stressed. The traditional approach toward diagnosis of learning disabilities as an “in-child disorder” must be revised to include assessment of not only the child's characteristics but also the characteristics of the environment and the specific task to be performed. Study of the interaction of all pertinent variables is viewed as the most productive approach in providing a best-fit match between the child and the educational setting.

A Note on Frames of References in the Assessment of Learning Disabilities

“…The normative approach, while successful in diagnosis, is of very limited value when applied to the prescriptive aspect of assessment, as has been attested very frequently (e.g., Alter & Jenkins 1973, Bijou & Grimm 1975, Bortner & Birch 1970, Glaser 1972, Keogh & Becker 1973, Kratochwill 1977, Mann 1971, McKee 1976, Ozer 1980, Ross 1976, Ysseldyke 1973. It seems possible that the normative frame of reference ceases to be effective as one moves from individual diagnosis to the planning of individual remedial programs and that a more relevant source of meaning is needed to serve as a paradigm and to guide in the development of techniques appropriate for this assessment task.…”